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Promoting the Emergent Literacy Development of English Language Learners: A Culturally Informed Approach

Resource Type: Administration for Children and Families/OPRE Projects
Principal Investigator(s): Hammer, Carol Scheffner;
Date Issued: 2007
Description: Temple University is partnering with The Head Start Program of Lancaster County, PA to evaluate a home-based, culturally informed emergent literacy intervention that is designed to promote Latino parents' abilities to support the language and literacy development of their English learning children. Specifically, the intervention builds upon research on dialogic reading and modifies FOCUS (an emergent reading intervention for kindergarteners) and will be tailored to the Latino culture. The study has five objectives: (a) to determine Latino parents' beliefs and views about parenting, raising a child who is well-educated and fostering children's language and literacy development; (b) to use the information gathered from the Latino parents to adapt an existing emergent literacy intervention for use with Latino parents who have English language learning children; (c) to evaluate the impact of a culturally informed, home-based literacy intervention on the literacy-related behaviors of Spanish-speaking parents of English Language Learners (ELLs) and on the language and literacy abilities of children who are ELLs; (d) to evaluate the development and implementation of the proposed program; and (e) to prepare materials for replication of the intervention and dissemination of information and findings of the project. Over the course of the project, 20 Latino parents of ELL children were interviewed (year 1), and 96 Spanish-speaking parents and their ELL children will be recruited and randomly assigned to an intervention or control group (years 2-3). It is expected that the study will result in the adaptation, implementation, and evaluation of a culturally informed, home-based emergent literacy intervention that promotes participation of Latino parents, assists parents in supporting their children's language and literacy development, and affects children's language and emergent literacy.

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